To get a preliminary understanding of how mathematics methods courses are taught, this study examined course syllabi from as wide a range of public and private universities as possible. Mathematics methods course syllabi from 200 randomly selected members of the Association of Mathematics Teacher Educators (AMTE) were requested. Following the second mailing, the return rate was 33% but only 45 syllabi--a 19.5% return--met the criteria for this study. Each syllabi was read five times. The first reading showed the wide range of syllabi from very descriptive to a basic outline of course objectives and assessments. The next three readings developed the categories of instructional approaches, instructional projects, and assessments. Eleven categories of instructional approaches, five categories of instructional projects, and four categories of assessment types were identified. (ASK)